A couple weeks ago, this blog argued for creating an “Equity Mindset” when it came to our work with our students and one another. This week, I’d like to dive into one of the more interesting—and difficult—aspects of equity work in higher education: Assessment. Continue reading “Assessing with Equity in Mind”
Many of us are at least generally familiar with the idea of “mindsets,” and their relevance to teaching and learning. Carol Dweck, one of the most notable researchers working in the area of mindsets, makes the distinction between “growth” and “fixed” mindsets. Learners with a fixed mindset believe that intelligence and abilities are essentially fixed, finite commodities, Dweck argues, and when they fail to accomplish a particular task, they assume they’ve reached the limits of their capacity for that thing. So a student who has told themself “I’m not a math person” is operating within a fixed mindset, and it makes learning extremely difficult—because they’re convinced that further learning is, at least for them, impossible. Far better, Dweck argues, is for learners to work within a growth mindset, where they understand, by adopting effective strategies, they can augment their skills and abilities in a particular area. To put it simply, a learner with a growth mindset, would react to a failing grade on a math exam not by saying “I can’t do this,” but rather “I can’t do this yet.” And it’s that “yet” which is the most important part of the equation.